EXPLORING STUDENT ENGAGEMENT WITH FORMATIVE ASSESSMENT AND ICT TOOLS

Steve Toshihisa Fukuda(1*), Bruce W. Lander(2), Christopher J. Pope(3),

(1) Bunkyo University, Japan
(2) Matsuyama University, Japan
(3) Tokushima Bunri University, Japan
(*) Corresponding Author

Abstract


This study investigates the potential of Information and Communication Technology (ICT) tools to enhance formative assessment (FA) practices in English as a Foreign Language (EFL) classrooms. While previous research has focused primarily on teacher feedback in writing courses, this study emphasizes a broader scope of FA. Utilizing a cross-sectional, quantitative analysis, the research examines how ICT tools support FA's goal of facilitating the learning process from students' perspectives, thereby informing effective teaching practices and improving learning outcomes. Participants included 173 university EFL students in Japan, divided into English majors and non-English majors. The study employed a revision of an existing survey for language learning with digital tools and a self-developed survey based on an existing framework for FA. Correlational analysis indicated that participants generally perceived ICT tools as supportive of all five FA principles. Despite issues like connectivity problems, students found the tools valuable for making the learning progress visible and enhancing peer communication. The study underscores the importance of understanding and practicing FA beyond feedback, such as clarifying learning goals and fostering peer learning, to enhance learning. These findings suggest that integrating ICT tools into FA practices can significantly benefit EFL instruction by promoting student engagement and self-regulated learning.


Keywords


EFL, formative assessment, ICT tool, university context

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References


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DOI: https://doi.org/10.24071/llt.v27i2.9092

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